Search results

Title: Towards an understanding of dimensions, predictors, and gender gap in written composition.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Wanzek, Jeanne, Gatlin, Brandy
Abstract/Description: We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor...
Show moreWe had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs, but that writing quality and CBM scoring were highly related (r = .82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. Results are discussed in light of writing evaluation and a developmental model of writing.
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Date Issued: 2015-02-01
Identifier: FSU_pmch_25937667, 10.1037/a0037210, PMC4414052, 25937667, 25937667
Format: Citation

Title: Variations in the Home Literacy Environment of Preschool Children: A Cluster Analytic Approach..
Creator: Phillips, Beth M, Lonigan, Christopher J
Abstract/Description: Home literacy surveys were collected from the primary caregiver of 1,044 2- to 5-year-old children (M = 49.32 months, SD = 9.36) representing a wide range of socioeconomic backgrounds and types of early educational programs or child care. The caregivers completed survey questions on family background and home literacy activities and materials. Hierarchical cluster analyses performed on three randomly constituted subsamples and on the total sample revealed that a three-cluster solution best...
Show moreHome literacy surveys were collected from the primary caregiver of 1,044 2- to 5-year-old children (M = 49.32 months, SD = 9.36) representing a wide range of socioeconomic backgrounds and types of early educational programs or child care. The caregivers completed survey questions on family background and home literacy activities and materials. Hierarchical cluster analyses performed on three randomly constituted subsamples and on the total sample revealed that a three-cluster solution best fit the data. Clusters differed on frequency of shared reading and literacy teaching activities with clusters representing caregivers either low or high on all behaviors or low on shared reading behaviors but high on literacy teaching behaviors. Cluster membership was significantly related to socioeconomic status, family living circumstances, caregiver stress, and caregiver reading ability. Results support a model of home literacy behavior informed not only by knowledge and resources but also by parental beliefs and deliberate choices.
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Date Issued: 2009-01-01
Identifier: FSU_pmch_25788826, 10.1080/10888430902769533, PMC4360997, 25788826, 25788826
Format: Citation

Title: Very Early Language Skills of Fifth-Grade Poor Comprehenders.
Creator: Justice, Laura, Mashburn, Andrew, Petscher, Yaacov
Abstract/Description: This study tested the theory that future poor comprehenders would show modest but pervasive deficits in both language comprehension and production during early childhood as compared with future poor decoders and typical readers. Using an existing database (NICHD ECCRN), fifth-grade students were identified as having poor comprehension skills (n = 516), poor decoding skills (n = 511) or typical reading skills (n = 535) based on standardized assessments of word recognition and reading...
Show moreThis study tested the theory that future poor comprehenders would show modest but pervasive deficits in both language comprehension and production during early childhood as compared with future poor decoders and typical readers. Using an existing database (NICHD ECCRN), fifth-grade students were identified as having poor comprehension skills (n = 516), poor decoding skills (n = 511) or typical reading skills (n = 535) based on standardized assessments of word recognition and reading comprehension. Language comprehension and production during the toddler and preschool years were retrospectively compared across these subgroups. Compared with future typical readers and poor decoders, poor comprehenders had the lowest abilities on language assessments at 15, 24, 36 and 54 months. For nearly all contrasts, the difference between poor comprehenders and the other groups of readers exceeded .5 standard deviation in magnitude, indicating that the early language skills of poor comprehenders exhibit appreciable lags.
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Date Issued: 2013-05-01
Identifier: FSU_pmch_25620819, 10.1111/j.1467-9817.2011.01498.x, PMC4301613, 25620819, 25620819
Format: Citation

Title: The importance of measuring growth in response to intervention models: Testing a core assumption..
Creator: Schatschneider, Christopher, Wagner, Richard K, Crawford, Elizabeth C
Abstract/Description: A core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for identifying individuals who need different levels of intervention. A large-scale (N=23,438), two-year longitudinal study of first grade children was carried out to compare the predictive validity of measures of achievement status, growth in achievement, and...
Show moreA core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for identifying individuals who need different levels of intervention. A large-scale (N=23,438), two-year longitudinal study of first grade children was carried out to compare the predictive validity of measures of achievement status, growth in achievement, and their combination for predicting future reading achievement. The results indicate that under typical conditions, measures of growth do not make a contribution to prediction that is independent of measures of achievement status. These results question the validity of a core assumption of RTI models.
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Date Issued: 2008-01-01
Identifier: FSU_pmch_22224065, 10.1016/j.lindif.2008.04.005, PMC3249752, 22224065, 22224065
Format: Citation

Title: An evaluation of two emergent literacy screening tools for preschool children.
Creator: Wilson, Shauna B, Lonigan, Christopher J
Abstract/Description: Children's reading success in early elementary school can be predicted from their emergent literacy skills. Consequently, there has been an increased focus on early childhood education as a means of identifying children at risk for later reading difficulty. Because diagnostic measures are impractical for this use, emergent literacy screening tools have been developed. In this study, 176 preschool children ranging in age from 42 to 55 months were administered the Revised Get Ready to Read! ...
Show moreChildren's reading success in early elementary school can be predicted from their emergent literacy skills. Consequently, there has been an increased focus on early childhood education as a means of identifying children at risk for later reading difficulty. Because diagnostic measures are impractical for this use, emergent literacy screening tools have been developed. In this study, 176 preschool children ranging in age from 42 to 55 months were administered the Revised Get Ready to Read! (GRTR-R), the Individual Growth and Development Indicators (IGDIs), and a diagnostic measure at two time points. Results indicated that GRTR-R either matched or outperformed IGDIs in terms of test-retest reliability and concurrent validity.
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Date Issued: 2009-12-01
Identifier: FSU_pmch_19834812, 10.1007/s11881-009-0026-9, PMC3279733, 19834812, 19834812
Format: Citation

Title: A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
Creator: Swanson, Elizabeth, Wanzek, Jeanne, Petscher, Yaacov, Vaughn, Sharon, Heckert, Jennifer, Cavanaugh, Christie, Kraft, Guliz, Tackett, Kathryn
Abstract/Description: A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted...
Show moreA synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children's language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type.
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Date Issued: 2011-05-01
Identifier: FSU_pmch_21521868, 10.1177/0022219410378444, PMC3319370, 21521868, 21521868, 0022219410378444
Format: Citation

Title: The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
Creator: Kim, Young-Suk, Apel, Kenn, Al Otaiba, Stephanie
Abstract/Description: The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological,...
Show moreThe relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological, orthographic, and morphological awareness; expressive vocabulary; and RtI status (Tiers 1, 2, & 3) were predictor variables. The 3 linguistic awareness skills were unique predictors of word reading, and phonological and orthographic awareness were unique predictors of spelling. The contributions that these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RtI tier status. These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy abilities. Educational implications are discussed.
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Date Issued: 2013-10-01
Identifier: FSU_pmch_23833281, 10.1044/0161-1461(2013/12-0013), PMC3852899, 23833281, 23833281, 0161-1461_2013_12-0013
Format: Citation

Title: An update on the Florida State Twin Registry.
Creator: Taylor, Jeanette E, Hart, Sara A, Mikolajewski, Amy J, Schatschneider, Christopher
Abstract/Description: The Florida State Twin Registry began in 2002 through a pilot study of personality disorders and executive cognitive functioning in adult twins. Since 2006, the registry has grown substantially as part of the Learning Disability Research Center at Florida State University that recently began its second funding cycle through the National Institute of Child Health and Development. An update on the Florida State Twin Registry sample, focus, and measures is provided, as well as future directions.
Date Issued: 2013-02-01
Identifier: FSU_pmch_23067863, 10.1017/thg.2012.74, PMC3570689, 23067863, 23067863, S1832427412000746
Format: Citation

Title: The utility and accuracy of oral reading fluency score types in predicting reading comprehension.
Creator: Petscher, Yaacov, Kim, Young-Suk
Abstract/Description: This study used data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) oral reading fluency (ORF) probes to examine variation among different ORF score types (i.e., the median of three passages, the mean of all three passages, the mean of passages 2 and 3, and the score from passage 3) in predicting reading comprehension as a function of student reading fluency level and to compare the screening accuracy of these score types in predicting student...
Show moreThis study used data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) oral reading fluency (ORF) probes to examine variation among different ORF score types (i.e., the median of three passages, the mean of all three passages, the mean of passages 2 and 3, and the score from passage 3) in predicting reading comprehension as a function of student reading fluency level and to compare the screening accuracy of these score types in predicting student reading comprehension. The results revealed that the relation between oral reading fluency and reading comprehension varied as a function of students' oral reading fluency and that different score types had varying predictive validity for year-end reading comprehension. The mean of all three passages demonstrated a marginally better balance in screening efficiency from September to December of grade one (especially for low-performing students), whereas in grades two and three, the median score was the best predictor. Furthermore, across all grades, increasing reading rates were observed for the three administered passages within an assessment period. The observed patterns mimicked previous experimental studies (Francis et al., 2008; Jenkins, Graff, & Miglioretti, 2009), suggesting that practice effects are an important consideration in the administration of multiple passages assessing oral reading fluency.
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Date Issued: 2011-02-01
Identifier: FSU_pmch_21215838, 10.1016/j.jsp.2010.09.004, PMC4314721, 21215838, 21215838, S0022-4405(10)00064-6
Format: Citation

Title: Vocabulary and Reading Comprehension: Direct, Indirect, and Reciprocal Influences..
Creator: Wagner, Richard K, Meros, Delia
Date Issued: 2010-09-01
Identifier: FSU_pmch_24860194, PMC4031673, 24860194, 24860194
Format: Citation

Title: Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives..
Creator: Greulich, Luana, Al Otaiba, Stephanie, Schatschneider, Christopher, Wanzek, Jeanne, Ortiz, Miriam, Wagner, Richard
Abstract/Description: The purpose of this study was to use a mixed methods approach to learn about inadequate response to a year-long multi-tier RTI model that allowed first-grade students to move up and down tiers. Participants were 156 students who received supplemental intervention services during a larger multi-tier RTI study involving classrooms and 522 students across 10 schools. Findings from an all-subset regression indicate letter word reading, the fluency composite, and blending words explained the most...
Show moreThe purpose of this study was to use a mixed methods approach to learn about inadequate response to a year-long multi-tier RTI model that allowed first-grade students to move up and down tiers. Participants were 156 students who received supplemental intervention services during a larger multi-tier RTI study involving classrooms and 522 students across 10 schools. Findings from an all-subset regression indicate letter word reading, the fluency composite, and blending words explained the most variance (15%) in response among initial skills. Adding additional teacher ratings of behavior and academics, accounted for a small amount of additional variance (3%) in group membership. The ROC curve analysis indicated 87.5% of students were correctly classified, yielding a sensitivity of 85.3 and a specificity of 65.0. Findings from qualitative observations of intervention sessions suggest inadequate responders demonstrated physical and verbal task avoidance and displayed emotions of hopelessness and shame. Implications for practice are discussed.
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Date Issued: 2014-11-01
Identifier: FSU_pmch_25422532, 10.1177/0731948714526999, PMC4240018, 25422532, 25422532
Format: Citation

Title: Uniqueness and Overlap: Characteristics and Longitudinal Correlates of Native Chinese Children's Writing in English as a Foreign Language..
Creator: Zhang, Juan, McBride-Chang, Catherine, Wagner, Richard K, Chan, Shingfong
Abstract/Description: Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors...
Show moreLongitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors at ages between five and nine years, tasks of speed or fluency were consistently uniquely associated with Chinese writing composition; measures of English vocabulary knowledge, word reading, or both were consistently uniquely associated with English writing quality. Compared to the American children, Chinese children's writing reflected significantly higher proportions of errors in all grammatical categories but did not differ in punctuation or spelling. Findings underscore both similarities and differences in writing at different levels across languages.
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Date Issued: 2014-04-01
Identifier: FSU_pmch_25729319, 10.1017/S1366728913000163, PMC4341962, 25729319, 25729319
Format: Citation

Title: Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4..
Creator: Kim, Grace Young-Suk, Schatschneider, Christopher, Wanzek, Jeanne, Gatlin, Brandy, Al Otaiba, Stephanie
Abstract/Description: We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of .90 and .80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written compositions were evaluated in widely used evaluation methods for developing writers: holistic scoring, productivity, and curriculum-based writing...
Show moreWe examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of .90 and .80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written compositions were evaluated in widely used evaluation methods for developing writers: holistic scoring, productivity, and curriculum-based writing scores. Results showed that 54% and 52% of variance in narrative and expository compositions were attributable to true individual differences in writing. Students' scores varied largely by tasks (30.44% and 28.61% of variance), but not by raters. To reach the reliability of .90, multiple tasks and raters were needed, and for the reliability of .80, a single rater and multiple tasks were needed. These findings offer important implications about reliably evaluating children's writing skills, given that writing is typically evaluated by a single task and a single rater in classrooms and even in state accountability systems.
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Date Issued: 2017-06-01
Identifier: FSU_pmch_29075050, 10.1007/s11145-017-9724-6, PMC5653319, 29075050, 29075050
Format: Citation

Title: Writing Quality in Chinese Children: Speed and Fluency Matter..
Creator: Yan, Cathy Ming Wai, McBride-Chang, Catherine, Wagner, Richard K, Zhang, Juan, Wong, Anita M Y, Shu, Hua
Abstract/Description: There were two goals of the present study. The first was to create a scoring scheme by which 9-year-old Chinese children's writing compositions could be rated to form a total score for writing quality. The second was to examine cognitive correlates of writing quality at age 9 from measures administered at ages 6-9. Age 9 writing compositions were scored using a 7-element rubric; following confirmatory factor analyses, 5 of these elements were retained to represent overall writing quality for...
Show moreThere were two goals of the present study. The first was to create a scoring scheme by which 9-year-old Chinese children's writing compositions could be rated to form a total score for writing quality. The second was to examine cognitive correlates of writing quality at age 9 from measures administered at ages 6-9. Age 9 writing compositions were scored using a 7-element rubric; following confirmatory factor analyses, 5 of these elements were retained to represent overall writing quality for subsequent analyses. Measures of vocabulary knowledge, Chinese word dictation, phonological awareness, speed of processing, speeded naming, and handwriting fluency at ages 6-9 were all significantly associated with the obtained overall writing quality measure even when the statistical effect of age was removed. With vocabulary knowledge, dictation skill, age, gender, and phonological awareness included in a regression equation, 35% of the variance in age 9 writing quality was explained. With the variables of speed of processing, speeded naming, and handwriting fluency additionally included as a block, 12% additional variance in the equation was explained. In addition to gender, overall unique correlates of writing quality were dictation, speed of processing, and handwriting fluency, underscoring the importance of both general automaticity and specific writing fluency for writing quality development in children.
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Date Issued: 2012-08-01
Identifier: FSU_pmch_25750486, 10.1007/s11145-011-9330-y, PMC4350372, 25750486, 25750486
Format: Citation

Title: Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language..
Creator: Kent, Shawn, Wanzek, Jeanne, Petscher, Yaacov, Al Otaiba, Stephanie, Kim, Young-Suk
Abstract/Description: In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students' reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only...
Show moreIn the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students' reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed.
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Date Issued: 2014-08-01
Identifier: FSU_pmch_25132722, 10.1007/s11145-013-9480-1, PMC4133358, 25132722, 25132722
Format: Citation

Title: Precision Education Initiative: Moving Towards Personalized Education..
Creator: Hart, S A
Date Issued: 2016-12-01
Identifier: FSU_pmch_28642807, 10.1111/mbe.12109, PMC5476312, 28642807, 28642807
Format: Citation

Title: Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences..
Creator: Al Otaiba, Stephanie, Lake, Vickie E, Greulich, Luana, Folsom, Jessica S, Guidry, Lisa
Abstract/Description: This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the...
Show moreThis randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all pre-service teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains.
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Date Issued: 2012-01-01
Identifier: FSU_pmch_24204096, 10.1007/s11145-010-9250-2, PMC3818150, 24204096, 24204096
Format: Citation

Title: Rapid serial naming and reading ability: the role of lexical access..
Creator: Logan, Jessica A R, Schatschneider, Christopher, Wagner, Richard K
Abstract/Description: Rapid serial naming tasks are frequently used to explain variance in reading skill. However, the construct being measured by rapid naming is yet undetermined. The Phonological Processing theory suggests that rapid naming relates to reading because of similar demands of access to long-term stored phonological representations of visual stimuli. Some researchers have argued that isolated or discrete-trial naming is a more precise measure of lexical access than serial naming, thus it is likely...
Show moreRapid serial naming tasks are frequently used to explain variance in reading skill. However, the construct being measured by rapid naming is yet undetermined. The Phonological Processing theory suggests that rapid naming relates to reading because of similar demands of access to long-term stored phonological representations of visual stimuli. Some researchers have argued that isolated or discrete-trial naming is a more precise measure of lexical access than serial naming, thus it is likely that any shared variance between these two formats can be attributed to similar lexical access demands. The present study examined whether there remained any variance in reading ability that could be uniquely explained by the rapid naming task while controlling for isolated naming. Structural equation modeling was used to examine these relations within the context of the phonological processing model. Results indicated that serial naming uniquely predicted reading, and the relation was stronger with isolated naming controlled for, suggesting that isolated naming functioned as a suppressor variable in the relation of serial naming with reading.
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Date Issued: 2011-01-01
Identifier: FSU_pmch_22215934, 10.1007/s11145-009-9199-1, PMC3246275, 22215934, 22215934
Format: Citation

Title: Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction.
Creator: Al Otaiba, Stephanie, Folsom, Jessica S, Schatschneider, Christopher, Wanzek, Jeanne, Greulich, Luana, Meadows, Jane, Li, Zhi, Connor, Carol M
Abstract/Description: Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading...
Show moreMany schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed.
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Date Issued: 2011-07-01
Identifier: FSU_pmch_21857718, PMC3156651, 21857718, 21857718
Format: Citation

Title: Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?.
Creator: Otaiba, Stephanie Al, Folsom, Jessica S, Wanzek, Jeannie, Greulich, Luana, Wasche, Jessica, Schatschneider, Christopher, Connor, Carol
Abstract/Description: Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers' students ( = 416). Teachers' instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results...
Show moreTwo primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers' students ( = 416). Teachers' instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. No change was observed for vocabulary. Results have implications for supporting teacher effectiveness through technology-supported professional development.
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Date Issued: 2016-01-01
Identifier: FSU_pmch_27346927, 10.1080/10573569.2015.1021060, PMC4915477, 27346927, 27346927
Format: Citation

Title: Processing time shifts affects the execution of motor responses.
Creator: Sell, Andrea J, Kaschak, Michael P
Abstract/Description: We explore whether time shifts in text comprehension are represented spatially. Participants read sentences involving past or future events and made sensibility judgment responses in one of two ways: (1) moving toward or away from their body and (2) pressing the toward or away buttons without moving. Previous work suggests that spatial compatibility effects should be observed, where the future is mapped onto responses away from the body, and the past is mapped onto responses toward the body....
Show moreWe explore whether time shifts in text comprehension are represented spatially. Participants read sentences involving past or future events and made sensibility judgment responses in one of two ways: (1) moving toward or away from their body and (2) pressing the toward or away buttons without moving. Previous work suggests that spatial compatibility effects should be observed, where the future is mapped onto responses away from the body, and the past is mapped onto responses toward the body. These effects were observed, but only when participants were moving to make their responses, and only for larger time shifts (e.g., a month).
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Date Issued: 2011-04-01
Identifier: FSU_pmch_20696469, 10.1016/j.bandl.2010.07.003, PMC4606935, 20696469, 20696469, S0093-934X(10)00130-6
Format: Citation

Title: Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment.
Creator: Petscher, Yaacov, Connor, Carol McDonald, Al'Otaiba, Stephanie
Date Issued: 2012-09-01
Identifier: FSU_pmch_25883537, 10.1177/1534508411413760, PMC4396597, 25883537, 25883537
Format: Citation

Title: Schooling and variation in the COMT gene: the devil is in the details..
Creator: Campbell, Daniel, Bick, Johanna, Yrigollen, Carolyn M, Lee, Maria, Joseph, Antony, Chang, Joseph T, Grigorenko, Elena L
Abstract/Description: Schooling is considered one of the major contributors to the development of intelligence within societies and individuals. Genetic variation might modulate the impact of schooling and explain, at least partially, the presence of individual differences in classrooms. We studied a sample of 1,502 children (mean age = 11.7 years) from Zambia. Approximately 57% of these children were enrolled in school, and the rest were not. To quantify genetic variation, we investigated a number of common...
Show moreSchooling is considered one of the major contributors to the development of intelligence within societies and individuals. Genetic variation might modulate the impact of schooling and explain, at least partially, the presence of individual differences in classrooms. We studied a sample of 1,502 children (mean age = 11.7 years) from Zambia. Approximately 57% of these children were enrolled in school, and the rest were not. To quantify genetic variation, we investigated a number of common polymorphisms in the catechol-O-methyltransferase (COMT) gene that controls the production of the protein thought to account for >60% of the dopamine degradation in the prefrontal cortex. Haplotype analyses generated results ranging from the presence to absence of significant interactions between a number of COMT haplotypes and indicators of schooling (i.e., in- vs. out-of-school and grade completed) in the prediction of nonverbal intelligence, depending on the parameter specification. However, an investigation of the distribution of corresponding p-values suggested that these positive results were false. Convincing evidence that the variation in the COMT gene is associated with individual differences in nonverbal intelligence either directly or through interactions with schooling was not found. p-values produced by the method of testing for haplotype effects employed here may be sensitive to parameter settings, invalid under default settings, and should be checked for validity through simulation.
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Date Issued: 2013-10-01
Identifier: FSU_pmch_23952646, 10.1111/jcpp.12120, PMC3786416, 23952646, 23952646
Format: Citation

Title: Searching for Potocki-Lupski syndrome phenotype: a patient with language impairment and no autism..
Creator: Gulhan Ercan-Sencicek, A, Davis Wright, Nicole R, Frost, Stephen J, Fulbright, Robert K, Felsenfeld, Susan, Hart, Lesley, Landi, Nicole, Einar Mencl, W, Sanders, Stephan J, Pugh...
Show moreGulhan Ercan-Sencicek, A, Davis Wright, Nicole R, Frost, Stephen J, Fulbright, Robert K, Felsenfeld, Susan, Hart, Lesley, Landi, Nicole, Einar Mencl, W, Sanders, Stephan J, Pugh, Kenneth R, State, Matthew W, Grigorenko, Elena L
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Abstract/Description: Potocki-Lupski syndrome (PTLS; OMIM 610883) is a genomic syndrome that arises as a result of a duplication of 17p11.2. Although numerous cases of individuals with PTLS have been presented in the literature, its behavioral characterization is still ambiguous. We present a male child with a de novo dup(17)(p11.2p11.2) and he does not possess any autistic features, but is characterized by severe speech and language impairment. In the context of the analyses of this patient and other cases of...
Show morePotocki-Lupski syndrome (PTLS; OMIM 610883) is a genomic syndrome that arises as a result of a duplication of 17p11.2. Although numerous cases of individuals with PTLS have been presented in the literature, its behavioral characterization is still ambiguous. We present a male child with a de novo dup(17)(p11.2p11.2) and he does not possess any autistic features, but is characterized by severe speech and language impairment. In the context of the analyses of this patient and other cases of PTLS, we argue that the central feature of the syndrome appears to be related to diminished speech and language capacity, rather than the specific social deficits central to autism.
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Date Issued: 2012-09-01
Identifier: FSU_pmch_22178197, 10.1016/j.braindev.2011.11.003, PMC3343226, 22178197, 22178197, S0387-7604(11)00309-3
Format: Citation

Title: Same or different? Insights into the etiology of phonological awareness and rapid naming.
Creator: Naples, Adam J, Chang, Joseph T, Katz, Leonard, Grigorenko, Elena L
Abstract/Description: This work's objective was to offer additional insights into the psychological and genetic bases of reading ability and disability, and to evaluate the plausibility of a variety of psychological models of reading involving phonological awareness (PA) and rapid naming (RN), both hypothesized to be principal components in such models. In Study 1, 488 unselected families were assessed with measures of PA and RN to investigate familial aggregation and to obtain estimates of both the number and...
Show moreThis work's objective was to offer additional insights into the psychological and genetic bases of reading ability and disability, and to evaluate the plausibility of a variety of psychological models of reading involving phonological awareness (PA) and rapid naming (RN), both hypothesized to be principal components in such models. In Study 1, 488 unselected families were assessed with measures of PA and RN to investigate familial aggregation and to obtain estimates of both the number and effect-magnitude of genetic loci involved in these traits' transmission. The results of the analyses from Study 1 indicated the presence of genetic effects in the etiology of individual differences for PA and RN and pointed to both the shared and unique sources of this genetic variance, which appeared to be exerted by multiple (3-6 for PA and 3-5 for RN) genes. These results were used in Study 2 to parameterize a simulation of 3000 families with quantitatively distributed PA and RN, so that the robustness and generalizability of the Study 1 findings could be evaluated. The findings of both studies were interpreted according to established theories of reading and our own understanding of the etiology of complex developmental disorders.
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Date Issued: 2009-02-01
Identifier: FSU_pmch_19007845, 10.1016/j.biopsycho.2008.10.002, PMC2708917, 19007845, 19007845, S0301-0511(08)00203-2
Format: Citation

Title: School profiles of at-risk student concentration: differential growth in oral reading fluency..
Creator: Logan, Jessica A R, Petscher, Yaacov
Abstract/Description: The present study provides a data-driven approach to identifying groups of schools based on the concentration of at-risk students the school serves. The percentage of English language learners, minority students, and students eligible for free or reduced priced lunch were used as indicators in a latent profile analysis of 569 schools. The goal of the present study was to determine whether school-level average student reading performance varied as a function of the groups identified in the...
Show moreThe present study provides a data-driven approach to identifying groups of schools based on the concentration of at-risk students the school serves. The percentage of English language learners, minority students, and students eligible for free or reduced priced lunch were used as indicators in a latent profile analysis of 569 schools. The goal of the present study was to determine whether school-level average student reading performance varied as a function of the groups identified in the latent profile analysis. To do so, groups extracted by the latent profile analysis were used as school-level predictors of growth in oral reading fluency, which was modeled at the within-student level of a three-level hierarchical growth curve model. Oral reading fluency was measured at four points during the year in a large cross-sectional sample of first-, second-, and third-grade students. Results indicated that schools were able to be classified into four distinct groups based on their concentrations and types of at-risk students. Further, in all three grades, there were significant differences between the four identified groups observed in average reading fluency scores at the beginning of the year, the end of the year, and growth during the year indicating that groups based on school-concentration of at-risk students were significantly related to average student achievement in reading ability.
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Date Issued: 2010-04-01
Identifier: FSU_pmch_20159224, 10.1016/j.jsp.2009.12.002, PMC2847361, 20159224, 20159224, S0022-4405(09)00080-6
Format: Citation

Title: Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach..
Creator: Lee, Julia Ai Cheng, Otaiba, Stephanie Al
Abstract/Description: Socioeconomic status and gender are important demographic variables that strongly relate to academic achievement. This study examined the early literacy skills differences between 4 sociodemographic groups, namely, boys ineligible for free or reduced-price lunch (FRL), girls ineligible for FRL, boys eligible for FRL, and girls eligible for FRL. Data on kindergarteners (N = 462) were analysed using multiple-group confirmatory factory analysis. Early literacy skill differences between boys and...
Show moreSocioeconomic status and gender are important demographic variables that strongly relate to academic achievement. This study examined the early literacy skills differences between 4 sociodemographic groups, namely, boys ineligible for free or reduced-price lunch (FRL), girls ineligible for FRL, boys eligible for FRL, and girls eligible for FRL. Data on kindergarteners (N = 462) were analysed using multiple-group confirmatory factory analysis. Early literacy skill differences between boys and girls are more nuanced than previously reported; subsidy status and gender interact. Both boys and girls from high-poverty households performed significantly lower than the girls from low-poverty households in alphabet knowledge, phonological awareness, and spelling. There were gender gaps, with a female advantage, among children from high-poverty households in alphabet knowledge and spelling and among children from low-poverty households in alphabet knowledge. These results highlight the importance of employing methodologically sound techniques to ascertain group differences in componential early literacy skills.
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Date Issued: 2015-01-01
Identifier: FSU_pmch_25750582, 10.1080/13803611.2015.1010545, PMC4349494, 25750582, 25750582
Format: Citation

Title: A Simulation Study on the Performance of the Simple Difference and Covariance-Adjusted Scores in Randomized Experimental Designs.
Creator: Petscher, Yaacov, Schatschneider, Christopher
Abstract/Description: Research by Huck and McLean (1975) demonstrated that the covariance-adjusted score is more powerful than the simple difference score, yet recent reviews indicate researchers are equally likely to use either score type in two-wave randomized experimental designs. A Monte Carlo simulation was conducted to examine the conditions under which the simple difference and covariance-adjusted scores were more or less powerful to detect treatment effects when relaxing certain assumptions made by Huck...
Show moreResearch by Huck and McLean (1975) demonstrated that the covariance-adjusted score is more powerful than the simple difference score, yet recent reviews indicate researchers are equally likely to use either score type in two-wave randomized experimental designs. A Monte Carlo simulation was conducted to examine the conditions under which the simple difference and covariance-adjusted scores were more or less powerful to detect treatment effects when relaxing certain assumptions made by Huck and McLean (1975). Four factors were manipulated in the design including sample size, normality of the pretest and posttest distributions, the correlation between pretest and posttest, and posttest variance. A 5 × 5 × 4 × 3 mostly crossed design was run with 1,000 replications per condition, resulting in 226,000 unique samples. The gain score was nearly as powerful as the covariance-adjusted score when pretest and posttest variances were equal, and as powerful in fan-spread growth conditions; thus, under certain circumstances the gain score could be used in two-wave randomized experimental designs.
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Date Issued: 2011-04-01
Identifier: FSU_pmch_26379310, 10.1111/j.1745-3984.2010.00129.x, PMC4569012, 26379310, 26379310
Format: Citation

Title: The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Puranik, Cynthia, Folsom, Jessica Sidler, Gruelich, Luana
Abstract/Description: In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed...
Show moreIn the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p = .06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity.
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Date Issued: 2014-02-01
Identifier: FSU_pmch_24982590, 10.1007/s11145-013-9440-9, PMC4073102, 24982590, 24982590
Format: Citation

Title: The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry..
Creator: Ortiz, Miriam, Folsom, Jessica S, Al Otaiba, Stephanie, Greulich, Luana, Thomas-Tate, Shurita, Connor, Carol M
Abstract/Description: This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and...
Show moreThis study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and morpho-syntactic skills, and alphabetic and word recognition skills. Data were obtained for 224 culturally diverse kindergarteners (58% Black, 34% White, and 8% Hispanic or other; 58% received free or reduced-price lunch) from a larger study conducted in seven predominantly high poverty schools (n = 20 classrooms) in a midsized city school district in northern Florida. Results from a hierarchical multiple regression (with variables in the ecological domain entered first, followed by the psychological and cognitive domains) revealed a model that explained roughly 56% of the variance in first grade reading achievement, using fall-of-kindergarten predictors. Letter-word reading and morpho-syntactic skill were the strongest significant predictors. The findings largely support the CMR model as a means to understand individual differences in reading acquisition and, in turn, to support data-based instructional decisions for a wider range of children.
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Date Issued: 2012-09-01
Identifier: FSU_pmch_22227395, 10.1177/0022219411431242, PMC3328636, 22227395, 22227395, 0022219411431242
Format: Citation

Title: The comprehension of sentences involving quantity information affects responses on the up-down axis.
Creator: Sell, Andrea J, Kaschak, Michael P
Abstract/Description: We investigated the use of space in the comprehension of the concept of quantity in text. Previous work has suggested that the right-left axis is useful in spatial representations of number and quantity, while linguistic evidence points toward use of the up-down axis. In Experiment 1, participants read sentences containing quantity information and pressed buttons in either (1) an up and a down position or (2) a left and a right position. In Experiment 2, the participants pressed buttons in...
Show moreWe investigated the use of space in the comprehension of the concept of quantity in text. Previous work has suggested that the right-left axis is useful in spatial representations of number and quantity, while linguistic evidence points toward use of the up-down axis. In Experiment 1, participants read sentences containing quantity information and pressed buttons in either (1) an up and a down position or (2) a left and a right position. In Experiment 2, the participants pressed buttons in either (1) up and down positions or (2) left and right positions, but heard the sentences rather than reading them. We found spatial compatibility effects for the up-down axis, but not for the right-left axis. Additionally, the spatial compatibility effect was observed whether or not the participants moved to make their responses. We discussed the results in the context of embodied approaches to the comprehension of quantity information.
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Date Issued: 2012-08-01
Identifier: FSU_pmch_22588974, 10.3758/s13423-012-0263-5, PMC5101539, 22588974, 22588974
Format: Citation

Title: The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors' learning and retention of social studies content.
Creator: Reed, Deborah K, Swanson, Elizabeth, Petscher, Yaacov, Vaughn, Sharon
Abstract/Description: Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students' ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish-English...
Show moreTeacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students' ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish-English bilingual twelfth-graders (n = 123) were randomly assigned to either a TRA or SR condition and provided 1 week of high quality instruction in US history. Daily lessons included teaching key terms in the passage, previewing text headings, and conducting comprehension checks. Results of immediate, 1-week delayed, and 1-month delayed assessments of content learning revealed no significant differences between the two groups. Students were also asked to rate the method of reading they believed best helped them understand and remember information. Students in the SR condition more consistently agreed that reading silently was beneficial. Findings suggest low performing adolescents of different linguistic backgrounds can learn content as well when reading appropriately challenging text silently as when the teacher reads the text aloud to them.
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Date Issued: 2014-08-01
Identifier: FSU_pmch_26346215, 10.1007/s11145-013-9478-8, PMC4557877, 26346215, 26346215
Format: Citation

Title: The Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students.
Creator: Reed, Deborah K, Vaughn, Sharon, Petscher, Yaacov
Abstract/Description: In this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and eighth graders. The final model demonstrated adequate fit, χ(2)(32) = 97.316; comparative fit index = .96; Tucker-Lewis index = .94; and root mean square error of approximation = .08. Retell's chi-square difference, Δχ(2)(1) = 16.652, p < .001, and factor...
Show moreIn this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and eighth graders. The final model demonstrated adequate fit, χ(2)(32) = 97.316; comparative fit index = .96; Tucker-Lewis index = .94; and root mean square error of approximation = .08. Retell's chi-square difference, Δχ(2)(1) = 16.652, p < .001, and factor loading (.250, p < .001) were higher for the comprehension construct. Similarly, retell's correlation to comprehension measures (r = .155-.257, p < .01) was stronger than its relationship to measures of fluency (r = .158-.183, p < .01) or word identification (r = .132, p < .05). However, retell had a large residual variance (.938) and low interrater reliability (κ = .37), suggesting that improvements to the instrument are needed. Despite overall latent differences, retell did not demonstrate differential item functioning.
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Date Issued: 2012-05-01
Identifier: FSU_pmch_23097594, 10.1177/0731948711432509, PMC3478127, 23097594, 23097594
Format: Citation

Title: Validation of the Gifted Rating Scales-School Form in China.
Creator: Li, Huijun, Pfeiffer, Steven I, Petscher, Yaacov, Kumtepe, Alper T, Mo, Guofang
Abstract/Description: The Gifted Rating Scales-School Form (GRS-S), a teacher-completed rating scale, is designed to identify five types of giftedness and motivation. This study examines the reliability and validity of a Chinese-translated version of the GRS-S with a sample of Chinese elementary and middle school students (N = 499). The Chinese GRSS was found to have high internal consistency. Results of the confirmatory factor analysis corroborated the six-factor solution of the original GRS-S. Comparison of the...
Show moreThe Gifted Rating Scales-School Form (GRS-S), a teacher-completed rating scale, is designed to identify five types of giftedness and motivation. This study examines the reliability and validity of a Chinese-translated version of the GRS-S with a sample of Chinese elementary and middle school students (N = 499). The Chinese GRSS was found to have high internal consistency. Results of the confirmatory factor analysis corroborated the six-factor solution of the original GRS-S. Comparison of the GRS-S scores and measures of academic performance provide preliminary support for the criterion validity of the Chinese-translated GRS-S. Significant age and gender differences on the Chinese GRS-S were found. Results provide preliminary support for the Chinese version of the GRS-S as a reliable and valid measure of giftedness for Chinese students.
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Date Issued: 2008-04-01
Identifier: FSU_pmch_26346730, 10.1177/0016986208315802, PMC4557886, 26346730, 26346730
Format: Citation

Title: Use of a Measure of Reading Comprehension to Enhance Prediction on the State High Stakes Assessment.
Creator: Shapiro, Edward S, Solari, Emily, Petscher, Yaacov
Abstract/Description: The current study examined the diagnostic accuracy of two screening measures of risk for future difficulties in reading comprehension, as well as the degree to which adding a screening measure of reading comprehension enhanced the prediction of Oral Reading Fluency to outcomes of student reading performance on the state high stakes assessment for grades 3 through 5. Data from fall and winter assessments of the DIBELS Oral Reading Fluency (DORF) and 4Sight Benchmark Assessment (4Sight)...
Show moreThe current study examined the diagnostic accuracy of two screening measures of risk for future difficulties in reading comprehension, as well as the degree to which adding a screening measure of reading comprehension enhanced the prediction of Oral Reading Fluency to outcomes of student reading performance on the state high stakes assessment for grades 3 through 5. Data from fall and winter assessments of the DIBELS Oral Reading Fluency (DORF) and 4Sight Benchmark Assessment (4Sight) measures along with outcomes on the Pennsylvania System of School Assessment (PSSA) across a total of 1000 students from 6 schools were examined using indices of diagnostic efficiency, ROC curve, and logistic regression analyses. Results showed that the addition of a measure of reading comprehension (4Sight) to DORF enhanced the decision making process for identifying students at risk for reading difficulties, especially for those students at higher elementary grades and those who achieved benchmark levels on the DORF. Although DORF alone showed a good level of prediction to the statewide assessment, the combination of the DORF plus 4Sight measures resulted consistently in the best predictive outcomes. Suggestions are made to consider alternative cut points for the DORF and 4Sight measures.
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Date Issued: 2008-03-01
Identifier: FSU_pmch_26347390, 10.1016/j.lindif.2008.03.002, PMC4557892, 26347390, 26347390
Format: Citation

Title: Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities.
Creator: Schatschneider, Christopher, Wagner, Richard K, Hart, Sara A, Tighe, Elizabeth L
Abstract/Description: The present study employed data simulation techniques to investigate the one-year stability of alternative classification schemes for identifying children with reading disabilities. Classification schemes investigated include low performance, unexpected low performance, dual-discrepancy, and a rudimentary form of constellation model of reading disabilities that included multiple criteria. Data from Spencer et al. (2014) were used to construct a growth model of reading development. The...
Show moreThe present study employed data simulation techniques to investigate the one-year stability of alternative classification schemes for identifying children with reading disabilities. Classification schemes investigated include low performance, unexpected low performance, dual-discrepancy, and a rudimentary form of constellation model of reading disabilities that included multiple criteria. Data from Spencer et al. (2014) were used to construct a growth model of reading development. The parameters estimated from this model were then used to construct three simulated datasets wherein the growth parameters were manipulated in one of three ways: A stable-growth pattern, a mastery learning pattern and a fan-spread pattern. Results indicated that overall the constellation model provided the most stable classifications across all conditions of the simulation, and that classification schemes were most stable in the fan-spread condition, and were the least stable under the mastery learning growth pattern. These results also demonstrate the utility of data simulations in reading research.
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Date Issued: 2016-01-01
Identifier: FSU_pmch_26834450, 10.1080/10888438.2015.1107072, PMC4732731, 26834450, 26834450
Format: Citation

Title: An application of the elastic net for an endophenotype analysis.
Creator: Palejev, Dean, Hwang, Wookyeon, Landi, Nicole, Eastman, Maria, Frost, Stephen J, Fulbright, Robert K, Kidd, Judith R, Kidd, Kenneth K, Mason, Graeme F, Mencl, W Einar, Yrigollen...
Show morePalejev, Dean, Hwang, Wookyeon, Landi, Nicole, Eastman, Maria, Frost, Stephen J, Fulbright, Robert K, Kidd, Judith R, Kidd, Kenneth K, Mason, Graeme F, Mencl, W Einar, Yrigollen, Carolyn, Pugh, Kenneth R, Grigorenko, Elena L
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Abstract/Description: We provide an illustration of an application of the elastic net to a large number of common genetic variants in the context of the search for the genetic bases of an endophenotype conceivably related to individual differences in learning. GABA concentration in the occipital cortex, a critical area for reading, was obtained in a group (n = 76) of children aged 6-10 years. Two extreme groups, high and low, were selected for genotyping with the 650Y Illumina array chip (Ilmn650Y). An elastic net...
Show moreWe provide an illustration of an application of the elastic net to a large number of common genetic variants in the context of the search for the genetic bases of an endophenotype conceivably related to individual differences in learning. GABA concentration in the occipital cortex, a critical area for reading, was obtained in a group (n = 76) of children aged 6-10 years. Two extreme groups, high and low, were selected for genotyping with the 650Y Illumina array chip (Ilmn650Y). An elastic net approach was applied to the resulting SNP dataset; 100 SNPs were identified for each chromosome as "interesting" based on having the highest absolute value coefficients. The analyses highlighted chromosomes 15 and 20, which contained 55 candidate genes. The STRING partner analyses of the associated proteins pointed to a number of related genes, most notably, GABA and NTRK receptors.
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Date Issued: 2011-01-01
Identifier: FSU_pmch_21229297, 10.1007/s10519-011-9443-8, PMC3613288, 21229297, 21229297
Format: Citation

Title: A balanced t(10;15) translocation in a male patient with developmental language disorder.
Creator: Ercan-Sencicek, A Gulhan, Davis Wright, Nicole R, Sanders, Stephan J, Oakman, Nicole, Valdes, Lianna, Bakkaloglu, Betul, Doyle, Niamh, Yrigollen, Carolyn M, Morgan, Thomas M,...
Show moreErcan-Sencicek, A Gulhan, Davis Wright, Nicole R, Sanders, Stephan J, Oakman, Nicole, Valdes, Lianna, Bakkaloglu, Betul, Doyle, Niamh, Yrigollen, Carolyn M, Morgan, Thomas M, Grigorenko, Elena L
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Abstract/Description: We report the clinical and cytogenetic findings on a male child with developmental language disorder, no physical abnormalities, and a balanced t(10;15)(q24.1;q21.1) translocation. As the child's parents are unavailable for investigations, it is unclear whether the translocation is inherited or de novo. Fluorescence in situ hybridization (FISH) analyses were carried out using specific RP11-BAC clones mapping near 15q21.1 and 10q24.1 to refine the location of the breakpoints. The breakpoint on...
Show moreWe report the clinical and cytogenetic findings on a male child with developmental language disorder, no physical abnormalities, and a balanced t(10;15)(q24.1;q21.1) translocation. As the child's parents are unavailable for investigations, it is unclear whether the translocation is inherited or de novo. Fluorescence in situ hybridization (FISH) analyses were carried out using specific RP11-BAC clones mapping near 15q21.1 and 10q24.1 to refine the location of the breakpoints. The breakpoint on 15q21.1 interrupts the SEMA6D gene and the breakpoint on 10q24.1 is located between the ENTPD1 and CCNJ genes. The SEMA6D gene was further investigated in samples of individuals with developmental language disorders and controls; this investigation offered further evidence of the involvement of SEMA6D with developmental language disorders.
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Date Issued: 2012-02-01
Identifier: FSU_pmch_22266071, 10.1016/j.ejmg.2011.12.005, PMC3322462, 22266071, 22266071, S1769-7212(11)00134-0
Format: Citation

Title: A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.
Creator: Connor, Carol McDonald, Morrison, Frederick J, Fishman, Barry, Crowe, Elizabeth C, Al Otaiba, Stephanie, Schatschneider, Christopher
Abstract/Description: Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on...
Show moreUsing a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on mathematics. Students who received individualized reading instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading instruction and teacher training can yield increased student achievement.
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Date Issued: 2013-08-01
Identifier: FSU_pmch_23785038, 10.1177/0956797612472204, PMC4737583, 23785038, 23785038, 0956797612472204
Format: Citation

Title: An investigation of morphological awareness and processing in adults with low literacy.
Creator: Tighe, Elizabeth L, Binder, Katherine S
Abstract/Description: Morphological awareness, which is an understanding of how words can be broken down into smaller units of meaning such as roots, prefixes, and suffixes, has emerged as an important contributor to word reading and comprehension skills. The first aim of the current study was to investigate the contribution of morphological awareness independent of phonological awareness and decoding to the reading comprehension abilities of adults with low literacy. Results indicated that morphological awareness...
Show moreMorphological awareness, which is an understanding of how words can be broken down into smaller units of meaning such as roots, prefixes, and suffixes, has emerged as an important contributor to word reading and comprehension skills. The first aim of the current study was to investigate the contribution of morphological awareness independent of phonological awareness and decoding to the reading comprehension abilities of adults with low literacy. Results indicated that morphological awareness was a significant unique predictor of reading comprehension. A second aim of the study was to investigate the processing of morphologically complex words of adults with low literacy in both an oral reading passage and a single-word naming task. Adults' accuracy and response times were measured on different types of morphologically complex words and compared with control words matched on frequency in both the passage and the naming tasks. Results revealed that adults were vulnerable to morphological complexity: they performed more accurately and faster on matched control words versus morphologically complex word types. The educational implications for Adult Basic Education programs are discussed.
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Date Issued: 2015-03-01
Identifier: FSU_pmch_25926711, 10.1017/S0142716413000222, PMC4405785, 25926711, 25926711, 00022
Format: Citation

Title: Do Our Means of Inquiry Match our Intentions?.
Creator: Petscher, Yaacov
Abstract/Description: A key stage of the scientific method is the analysis of data, yet despite the variety of methods that are available to researchers they are most frequently distilled to a model that focuses on the average relation between variables. Although research questions are frequently conceived with broad inquiry in mind, most regression methods are limited in comprehensively evaluating how observed behaviors are related to each other. Quantile regression is a largely unknown yet well-suited analytic...
Show moreA key stage of the scientific method is the analysis of data, yet despite the variety of methods that are available to researchers they are most frequently distilled to a model that focuses on the average relation between variables. Although research questions are frequently conceived with broad inquiry in mind, most regression methods are limited in comprehensively evaluating how observed behaviors are related to each other. Quantile regression is a largely unknown yet well-suited analytic technique similar to traditional regression analysis, but allows for a more systematic approach to understanding complex associations among observed phenomena in the psychological sciences. Data from the National Education Longitudinal Study of 1988/2000 are used to illustrate how quantile regression overcomes the limitations of average associations in linear regression by showing that psychological well-being and sex each differentially relate to reading achievement depending on one's level of reading achievement.
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Date Issued: 2016-07-19
Identifier: FSU_pmch_27486410, 10.3389/fpsyg.2016.01048, PMC4949213, 27486410, 27486410
Format: Citation

Title: A Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills.
Creator: Tighe, Elizabeth, Schatschneider, Christopher
Abstract/Description: The purpose of the present study was to investigate and rank order by importance the contributions of various cognitive predictors to reading comprehension in third, seventh, and tenth graders. An exploratory factor analysis revealed that for third grade, the best fit was a four-factor solution including Fluency, Verbal Reasoning, Nonverbal Reasoning, and Working Memory factors. For seventh and tenth grade, three-factor solutions with Fluency, Reasoning, and Working Memory factors were the...
Show moreThe purpose of the present study was to investigate and rank order by importance the contributions of various cognitive predictors to reading comprehension in third, seventh, and tenth graders. An exploratory factor analysis revealed that for third grade, the best fit was a four-factor solution including Fluency, Verbal Reasoning, Nonverbal Reasoning, and Working Memory factors. For seventh and tenth grade, three-factor solutions with Fluency, Reasoning, and Working Memory factors were the best fit. The three and four-factor models were used in separate dominance analyses for each grade to rank order the factors by predictive importance to reading comprehension. Results indicated that Fluency and Verbal Reasoning were the most important predictors of third grade reading comprehension. For seventh grade, Fluency and Reasoning were the most important predictors. By tenth grade, Reasoning was the most important predictor of reading comprehension. Working Memory was the least predictive of reading comprehension across all grade levels. These results suggest that inferential reasoning skills become an important contributor to reading comprehension at increasing grade levels.
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Date Issued: 2014-01-01
Identifier: FSU_pmch_26346315, 10.1007/s11145-013-9435-6, PMC4557879, 26346315, 26346315
Format: Citation

Title: Does visual speech information affect word segmentation?.
Creator: Sell, Andrea J, Kaschak, Michael P
Abstract/Description: We present an experiment in which we explored the extent to which visual speech information affects learners' ability to segment words from a fluent speech stream. Learners were presented with a set of sentences consisting of novel words, in which the only cues to the location of word boundaries were the transitional probabilities between syllables. They were exposed to this language through the auditory modality only, through the visual modality only (where the learners saw the speaker...
Show moreWe present an experiment in which we explored the extent to which visual speech information affects learners' ability to segment words from a fluent speech stream. Learners were presented with a set of sentences consisting of novel words, in which the only cues to the location of word boundaries were the transitional probabilities between syllables. They were exposed to this language through the auditory modality only, through the visual modality only (where the learners saw the speaker producing the sentences but did not hear anything), or through both the auditory and visual modalities. The learners were successful at segmenting words from the speech stream under all three training conditions. These data suggest that visual speech information has a positive effect on word segmentation performance, at least under some circumstances.
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Date Issued: 2009-09-01
Identifier: FSU_pmch_19679867, 10.3758/MC.37.6.889, PMC4606934, 19679867, 19679867, 37/6/889
Format: Citation

Title: Conners' Teacher Rating Scale for preschool children: a revised, brief, age-specific measure..
Creator: Purpura, David J, Lonigan, Christopher J
Abstract/Description: The Conners' Teacher Rating Scale-Revised (CTRS-R) is one of the most commonly used measures of child behavior problems. However, the scale length and the appropriateness of some of the items on the scale may reduce the usefulness of the CTRS-R for use with preschoolers. In this study, a Graded Response Model analysis based on Item Response Theory was applied to the CTRS-R data from 669 preschool children. Children in this data sample ranged in age from 25 to 74 months, and 44.4% were...
Show moreThe Conners' Teacher Rating Scale-Revised (CTRS-R) is one of the most commonly used measures of child behavior problems. However, the scale length and the appropriateness of some of the items on the scale may reduce the usefulness of the CTRS-R for use with preschoolers. In this study, a Graded Response Model analysis based on Item Response Theory was applied to the CTRS-R data from 669 preschool children. Children in this data sample ranged in age from 25 to 74 months, and 44.4% were identified as African American, 45.4% Caucasian, 10.2% other. The sample was 53.7% boys and 46.3% girls. A revised version of the scale was developed specifically for use with preschool children. Five items each for the Inattention, Hyperactivity/Impulsivity, and Opposition scales were included in the revised scale. The revised scales significantly reduce the time needed for teachers to complete the measures while retaining the scales' ability to discriminate children with different levels of behavioral problems.
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Date Issued: 2009-03-01
Identifier: FSU_pmch_19283604, 10.1080/15374410802698446, PMC3279732, 19283604, 19283604, 909505330
Format: Citation

Title: Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures.
Creator: Gilbert, Jennifer, Petscher, Yaacov, Compton, Donald L, Schatschneider, Chris
Abstract/Description: The purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying...
Show moreThe purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying levels of data (student, classroom, and school) were estimated in order to determine which structures were necessary to correctly partition variance and accurately estimate standard errors for growth parameters. Because the results illustrate that not modeling higher-level clustering inflated lower-level variance estimates and in some cases led to biased standard errors, the authors recommend the practice of including classroom cross-classification and school nesting when predicting longitudinal student outcomes.
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Date Issued: 2016-05-18
Identifier: FSU_pmch_27242608, 10.3389/fpsyg.2016.00695, PMC4870234, 27242608, 27242608
Format: Citation

Title: Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches..
Creator: Torgesen, Joseph K, Wagner, Richard K, Rashotte, Carol A, Herron, Jeannine, Lindamood, Patricia
Abstract/Description: The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the...
Show moreThe relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the computer programs. At the end of first grade, there were no differences in student reading performance between students assigned to the different intervention conditions, but the combined-intervention students performed significantly better than control students who had been exposed to their school's normal reading program. Significant differences were obtained for phonemic awareness, phonemic decoding, reading accuracy, rapid automatic naming, and reading comprehension. A follow-up test at the end of second grade showed a similar pattern of differences, although only differences in phonemic awareness, phonemic decoding, and rapid naming remained statistically reliable.
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Date Issued: 2010-06-01
Identifier: FSU_pmch_20052566, 10.1007/s11881-009-0032-y, PMC2888606, 20052566, 20052566
Format: Citation

Title: Depressive symptoms in third-grade teachers: relations to classroom quality and student achievement..
Creator: McLean, Leigh, McDonald Connor, Carol
Abstract/Description: This study investigated associations among third-grade teachers' (N = 27) symptoms of depression, quality of the classroom-learning environment (CLE), and students' (N = 523, Mage = 8.6 years) math and literacy performance. teachers' depressive symptoms in the winter negatively predicted students' spring mathematics achievement. This depended on students' fall mathematics scores; students who began the year with weaker math skills and were in classrooms where teachers reported more...
Show moreThis study investigated associations among third-grade teachers' (N = 27) symptoms of depression, quality of the classroom-learning environment (CLE), and students' (N = 523, Mage = 8.6 years) math and literacy performance. teachers' depressive symptoms in the winter negatively predicted students' spring mathematics achievement. This depended on students' fall mathematics scores; students who began the year with weaker math skills and were in classrooms where teachers reported more depressive symptoms achieved smaller gains than did peers whose teachers reported fewer symptoms. teachers' depressive symptoms were negatively associated with quality of CLE, and quality of CLE mediated the association between depressive symptoms and student achievement. The findings point to the importance of teachers' mental health, with implications for policy and practice.
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Date Issued: 2015-05-01
Identifier: FSU_pmch_25676719, 10.1111/cdev.12344, PMC4428950, 25676719, 25676719
Format: Citation

Title: Dialect variation, dialect-shifting, and reading comprehension in second grade.
Creator: Terry, Nicole Patton, Connor, Carol McDonald, Johnson, Lakeisha, Stuckey, Adrienne, Tani, Novell
Abstract/Description: The purpose of this study was to examine second graders' (n=680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring. Students who qualified for the US Free and Reduced Lunch program (FARL) and who had stronger language skills were more likely to decrease their NMAE use (i.e.,...
Show moreThe purpose of this study was to examine second graders' (n=680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring. Students who qualified for the US Free and Reduced Lunch program (FARL) and who had stronger language skills were more likely to decrease their NMAE use (i.e., dialect shifting) than their peers who did not qualify for FARL or their peers with weaker language skills. Dialect shifting for a sub-sample of 102 students who used substantial amounts of NMAE at the beginning of the school year was predicted by school context, controlling for reading and language skills - in general, students who attended more affluent schools dialect shifted to a greater extent than did their peers who attended higher poverty schools. Greater dialect shifting in this group predicted gains in reading comprehension from fall to spring.
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Date Issued: 2016-02-01
Identifier: FSU_pmch_26877595, 10.1007/s11145-015-9593-9, PMC4749275, 26877595, 26877595
Format: Citation

Title: Dialect variation and reading: is change in nonmainstream American English use related to reading achievement in first and second grades?.
Creator: Terry, Nicole Patton, Connor, Carol McDonald, Petscher, Yaacov, Conlin, Catherine Ross
Abstract/Description: In this study, we examined (a) whether children who spoke Nonmainstream American English (NMAE) frequently in school at the beginning of 1st grade increased their use of Mainstream American English (MAE) through the end of 2nd grade, and whether increasing MAE use was associated with (b) language and reading skills and school context and (c) greater gains in reading skills. A longitudinal design was implemented with 49 children who spoke NMAE moderately to strongly. Spoken production of NMAE...
Show moreIn this study, we examined (a) whether children who spoke Nonmainstream American English (NMAE) frequently in school at the beginning of 1st grade increased their use of Mainstream American English (MAE) through the end of 2nd grade, and whether increasing MAE use was associated with (b) language and reading skills and school context and (c) greater gains in reading skills. A longitudinal design was implemented with 49 children who spoke NMAE moderately to strongly. Spoken production of NMAE forms, word reading, and reading comprehension were measured at the beginning, middle, and end of 1st and 2nd grades. Various oral language skills were also measured at the beginning of 1st grade. Results indicate that most children increased their MAE production during 1st grade and maintained these levels in 2nd grade. Increasing MAE use was predicted by children's expressive vocabulary and nonword repetition skills at the beginning of 1st grade. Finally, the more children increased their MAE production, the greater were their reading gains from 1st grade through 2nd grade. The findings extend previous reports of a significant association between NMAE use and specific reading skills among young children and have implications for theory, educational practice, and future research.
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Date Issued: 2012-02-01
Identifier: FSU_pmch_22199203, 10.1044/1092-4388(2011/09-0257), PMC4300521, 22199203, 22199203, 1092-4388_2011_09-0257
Format: Citation

Title: Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade..
Creator: Connor, Carol McDonald, Phillips, Beth M, Kaschak, Michael, Apel, Kenn, Kim, Young-Suk, Al Otaiba, Stephanie, Crowe, Elizabeth C, Thomas-Tate, Shurita, Johnson, Lakeisha Cooper,...
Show moreConnor, Carol McDonald, Phillips, Beth M, Kaschak, Michael, Apel, Kenn, Kim, Young-Suk, Al Otaiba, Stephanie, Crowe, Elizabeth C, Thomas-Tate, Shurita, Johnson, Lakeisha Cooper, Lonigan, Christopher J
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Abstract/Description: This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective...
Show moreThis paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies.
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Date Issued: 2014-09-01
Identifier: FSU_pmch_26500420, 10.1007/s10648-014-9267-1, PMC4613791, 26500420, 26500420
Format: Citation

Humans (98)	+ -
Male (71)	+ -
Female (70)	+ -
Child (65)	+ -
Reading (43)	+ -

Child, Preschool (26)	+ -
Adolescent (20)	+ -
Comprehension (14)	+ -
Phonetics (13)	+ -
Models, Psychological (12)	+ -
Vocabulary (12)	+ -
Adult (11)	+ -
Achievement (10)	+ -
Longitudinal Studies (10)	+ -
Child Behavior/psychology (9)	+ -
Child Development/physiology (9)	+ -
Language (9)	+ -
Neuropsychological Tests (9)	+ -
Child Language (8)	+ -
Educational Status (8)	+ -
Language Tests (8)	+ -
Reproducibility of Results (8)	+ -
Young Adult (7)	+ -
Comprehension/physiology (6)	+ -
Gene-Environment Interaction (6)	+ -
Language Development (6)	+ -
Middle Aged (6)	+ -
Phenotype (6)	+ -
Semantics (6)	+ -
Social Environment (6)	+ -

text (243)	+ -
journal article (70)	+ -

Petscher, Yaacov (53)	+ -
Lonigan, Christopher J (40)	+ -
Wagner, Richard K (37)	+ -
Al Otaiba, Stephanie (36)	+ -
Schatschneider, Christopher (36)	+ -

Grigorenko, Elena L (29)	+ -
Hart, Sara A (18)	+ -
Wanzek, Jeanne (18)	+ -
Kim, Young-Suk (17)	+ -
Taylor, Jeanette (17)	+ -
Phillips, Beth M (14)	+ -
Connor, Carol McDonald (13)	+ -
Kaschak, Michael P (13)	+ -
Greulich, Luana (12)	+ -
Puranik, Cynthia S (10)	+ -
Tighe, Elizabeth L (10)	+ -
Landi, Nicole (9)	+ -
Lee, Maria (9)	+ -
Spencer, Mercedes (9)	+ -
Connor, Carol M (7)	+ -
Folsom, Jessica S (7)	+ -
Kornilov, Sergey A (7)	+ -
Mikolajewski, Amy J (7)	+ -
Otaiba, Stephanie Al (7)	+ -
Quinn, Jamie M (7)	+ -
Allan, Nicholas P (6)	+ -
Frost, Stephen J (6)	+ -
Pugh, Kenneth R (6)	+ -
Puranik, Cynthia (6)	+ -
Allan, Darcey M (5)	+ -

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